Note: Since this was the mid-term final, there have been more than 3 targeted SEs identified for spiraling. THE HIGH SCHOOL COLLABORATIVE Houston Independent School District 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. a. 4C – Viruses (Compare to cells) #5) Viruses lack ribosomes to make proteins (organelles). #7) Not aligned with the TEKS/higher level question that is not yet covered at the 9th grade level.
b. 4B – Cell Transport (Investigate) #2) Job of proteins in cellular transport #3) Understanding plasmolysis - students need to be able to identify that the cell was losing water, know the definition for hyper-, hypo-, and isotonic solutions of a cell, and know and understand how the cell was losing water.
c. 9A – Biomolecules (Compare each one) Students had to know what peptide bonds were, and they had to be able to understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins.
d. 6E – Mutations (Identify and Illustrate) #29) Students had to recognize that gene mutations occur during DNA replication. Some students may have confused this with protein synthesis (transcription and translation).
e. 6A – DNA Structure (Identify/Describe) Students had to be able to recognize what the DNA structure looks like when it is flat (not helical).
f. 6H – DNA Technology (Describe) #37) Shows a picture with gel electrophoresis and theanswer is DNA fingerprinting.
g. 2D(Process skill) - Theory v. Hypothesis (Distinguish) Poor wording on the exam ("flawed")/All other answer choices were hypotheses
2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.** a.Differentiation with menus – the students will pick assignments that will enhance their understanding of virus structure and function vs. bacterial cells. In addition, this topic will be spiraled back in when the students learn about microorganisms (after body systems).
b. Students will investigate and be able to describe the process of plasmolysis in plant cells. Conduct a demonstration of lettuce wilting, placing it back in the water and ensuring that the students understand what is happening at the cellular level.
In addition, the teacher will spiral back in this concept with body systems and the excretory system (kidneys).
c. The teacher will review peptide bonds/polypeptide chains with the students, ensuring that they understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins. This can be reviewed with the students learn about the digestive enzymes (pepsin/trypsin).
d. The teacher will spiral this back into a warm-up and a quick review about why mutations occur (during replication, transcription, or translation?? Why?).
e. Have students draw the DNA structure and then practice labeling each part.
f. Students will watch video animations online that depict DNA structure/DNA technology techniques.
NY regeants - Has a lot of DNA technology, gene splicing, PCR, DNA fingerprinting questions.
g. Give the students a warm-up question that has them distinguish between a scientific theory and a hypothesis.
3. On what date will these re-teaching strategies be implemented? a. within the next two weeks b. within the next two weeks c. with Body Systems d. within the next two weeks e. within the next two weeks f. in three weeks g. in three weeks 4. Are these whole-class, targeted group, or individual intervention strategies? Both individual, targeted groups, and whole-class instruction will be used to spiral this information back into the upcoming lessons.
5. For those not needing the re-teach, what specific enrichment activity will be used?
a. whole class discussion for reminder
b. short answer response
HSCA 7
THE HIGH SCHOOL COLLABORATIVE Houston Independent School District 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. 7A (Evidence of Common Ancestry) - Analyze 8B (Classification) - Categorize 7C (Natural Selection/Population) - Analyze and Evaluate 2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.**
a. 7A-
#9) Determine the relatedness of organisms based on the similarities in their DNA (students confused the amino acid sequence/they were trying to put them in order).
b. 8B -
#1) least amount of similarities (vocabulary may have been confusing for students).
c. 7C-
#11) Antibiotic resistance (may not be completely aligned)
#3) Immune responses (gene mutations caused the organisms to be immune to the pesticide)
-Review in a warm-up/cycle back on the classification and evolution questions simultaneously.
3. On what date will these re-teaching strategies be implemented?
Within the next two weeks
4. Are these whole-class, targeted group, or individual intervention strategies?
Whole group
5. For those not needing the re-teach, what specific enrichment activity will be used?
Natual Selection Simulation with the hawk exercise. However, if there is more time, the Peppered Moth Lab will be done.
HSCA 8
THE HIGH SCHOOL COLLABORATIVE Houston Independent School District 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. 5B (Specialized Cells) - Examine 10A (Body Systems) - Describe the interactions 10C (Levels of Organization) - Analyze
2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.**
a. 5B-
#1) Recognize the function of epithelial cells (did not know the word epithelium)
-Review epithelium with the students and show them slides about the skin cells. Reinforce that this is the integumentary system.
b.10A-
#3) Body systems maintaining the level of glucose in the blood (did not think about sugar as being a part of the digestive system) -Simulation with the blood glucose levels in the body.
#4) 2 body systems - recognizing similarities between the circulatory and skeletal system (saw homeostasis and did not keep reading)
-Matching card game for how the systems work together in the body.
b.10C-
#5) Greatest variety of cell types (difficulty with the vocabulary and what it is asking you)
-Review the levels of organization through a card sort/warm-up/etc. Use pictures to place the items with its proper level.
3. On what date will these re-teaching strategies be implemented?
Within the next two weeks
4. Are these whole-class, targeted group, or individual intervention strategies?
Whole group
5. For those not needing the re-teach, what specific enrichment activity will be used?
Body Systems travel brochure/research report/or poster
Lead: Carolina Boet
Resources:
Virtual Bacteria Museum
HSCA Final
Note: Since this was the mid-term final, there have been more than 3 targeted SEs identified for spiraling.THE HIGH SCHOOL COLLABORATIVE
Houston Independent School District
1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb.
a. 4C – Viruses (Compare to cells)
#5) Viruses lack ribosomes to make proteins (organelles).
#7) Not aligned with the TEKS/higher level question that is not yet covered at the 9th grade level.
b. 4B – Cell Transport (Investigate)
#2) Job of proteins in cellular transport
#3) Understanding plasmolysis - students need to be able to identify that the cell was losing water, know the definition for hyper-, hypo-, and isotonic solutions of a cell, and know and understand how the cell was losing water.
c. 9A – Biomolecules (Compare each one)
Students had to know what peptide bonds were, and they had to be able to understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins.
d. 6E – Mutations (Identify and Illustrate)
#29) Students had to recognize that gene mutations occur during DNA replication. Some students may have confused this with protein synthesis (transcription and translation).
e. 6A – DNA Structure (Identify/Describe)
Students had to be able to recognize what the DNA structure looks like when it is flat (not helical).
f. 6H – DNA Technology (Describe)
#37) Shows a picture with gel electrophoresis and theanswer is DNA fingerprinting.
g. 2D(Process skill) - Theory v. Hypothesis (Distinguish)
Poor wording on the exam ("flawed")/All other answer choices were hypotheses
2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.**
a.Differentiation with menus – the students will pick assignments that will enhance their understanding of virus structure and function vs. bacterial cells. In addition, this topic will be spiraled back in when the students learn about microorganisms (after body systems).
b. Students will investigate and be able to describe the process of plasmolysis in plant cells. Conduct a demonstration of lettuce wilting, placing it back in the water and ensuring that the students understand what is happening at the cellular level.
http://www.youtube.com/watch?v=H6N1IiJTmnc - Lettuce in water
http://www.youtube.com/watch?v=0c8acUE9Itw - Egg Osmosis
In addition, the teacher will spiral back in this concept with body systems and the excretory system (kidneys).
c. The teacher will review peptide bonds/polypeptide chains with the students, ensuring that they understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins. This can be reviewed with the students learn about the digestive enzymes (pepsin/trypsin).
d. The teacher will spiral this back into a warm-up and a quick review about why mutations occur (during replication, transcription, or translation?? Why?).
e. Have students draw the DNA structure and then practice labeling each part.
f. Students will watch video animations online that depict DNA structure/DNA technology techniques.
NY regeants - Has a lot of DNA technology, gene splicing, PCR, DNA fingerprinting questions.g. Give the students a warm-up question that has them distinguish between a scientific theory and a hypothesis.
3. On what date will these re-teaching strategies be implemented?
a. within the next two weeks
b. within the next two weeks
c. with Body Systems
d. within the next two weeks
e. within the next two weeks
f. in three weeks
g. in three weeks
4. Are these whole-class, targeted group, or individual intervention strategies?
Both individual, targeted groups, and whole-class instruction will be used to spiral this information back into the upcoming lessons.
5. For those not needing the re-teach, what specific enrichment activity will be used?
a. whole class discussion for reminder
b. short answer response
HSCA 7
THE HIGH SCHOOL COLLABORATIVEHouston Independent School District
1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb.
7A (Evidence of Common Ancestry) - Analyze
8B (Classification) - Categorize
7C (Natural Selection/Population) - Analyze and Evaluate
2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.**
a. 7A-
#9) Determine the relatedness of organisms based on the similarities in their DNA (students confused the amino acid sequence/they were trying to put them in order).
b. 8B -
#1) least amount of similarities (vocabulary may have been confusing for students).
c. 7C-
#11) Antibiotic resistance (may not be completely aligned)
#3) Immune responses (gene mutations caused the organisms to be immune to the pesticide)
-Review in a warm-up/cycle back on the classification and evolution questions simultaneously.
3. On what date will these re-teaching strategies be implemented?
Within the next two weeks4. Are these whole-class, targeted group, or individual intervention strategies?
Whole group
5. For those not needing the re-teach, what specific enrichment activity will be used?
Natual Selection Simulation with the hawk exercise. However, if there is more time, the Peppered Moth Lab will be done.
HSCA 8
THE HIGH SCHOOL COLLABORATIVEHouston Independent School District
1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb.
5B (Specialized Cells) - Examine
10A (Body Systems) - Describe the interactions
10C (Levels of Organization) - Analyze
2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used.**
a. 5B-
#1) Recognize the function of epithelial cells (did not know the word epithelium)
-Review epithelium with the students and show them slides about the skin cells. Reinforce that this is the integumentary system.b. 10A-
#3) Body systems maintaining the level of glucose in the blood (did not think about sugar as being a part of the digestive system) -Simulation with the blood glucose levels in the body.
#4) 2 body systems - recognizing similarities between the circulatory and skeletal system (saw homeostasis and did not keep reading)
-Matching card game for how the systems work together in the body.
b. 10C-
#5) Greatest variety of cell types (difficulty with the vocabulary and what it is asking you)-Review the levels of organization through a card sort/warm-up/etc. Use pictures to place the items with its proper level.
3. On what date will these re-teaching strategies be implemented?
Within the next two weeks
4. Are these whole-class, targeted group, or individual intervention strategies?
Whole group
5. For those not needing the re-teach, what specific enrichment activity will be used?
Body Systems travel brochure/research report/or poster
HSCA #8 Reagan Bio PLC Assessment Debrief